- Selected Topics
- Accessing the General Curriculum
- Auditory Training
- Calendar Systems
- Concept Development
- Daily Living Skills
- Environmental Considerations
- Harmonious Interactions
- Lilli Nielsen and Active Learning
- Orientation & Mobility
- Play & Recreation
- Social Interactions
- Tactile Strategies
- Universal Design for Learning
- van Dijk Approach
Relationship Between Communication and Challenging Behavior Bibliography
This is a partial list of materials on this topic available from the DB-LINK Catalog Database. If you have additional questions, please contact us via email: firstname.lastname@example.org
Ain't Misbehavin': Strategies for Improving the Lives of Students Who Are Deaf-Blind and Present Challenging Behavior SEE/HEAR, vol. 1, no. 1, Winter 1996, p. 19-21. (1996)This is the text of the videotape produced by Texas Deaf-Blind Outreach. The videotape offers practical strategies for proactively avoiding interactions which challenge relationships. It is valuable to families, educators, educational support staff, in-home and residential support providers, friends and community members, and anyone else who regularly interacts with a student who is deaf-blind. The crucial links between behavior and the issues of communication, control, and quality of life are examined. Available in Spanish.
Ain't Misbehavin': Strategies for Improving the Lives of Students Who Are Deaf-Blind and Present Challenging Behavior: 16 minutes --Outreach Department of Texas School for the Blind and Visually Impaired. Austin: (1993) This videotape offers practical strategies for proactively avoiding interactions which challenge relationships. It is valuable to families, educators, educational support staff, in-home and residential support providers, friends and community members, and anyone else who regularly interacts with a student who is deaf-blind. The crucial links between behavior and the issues of communication, control, and quality of life are examined. A copy of the script accompanies the video and is available in braille upon request. Available from: Texas School for the Blind and Visually Impaired, 1100 W. 45th St., Austin, TX 78756, Tel. 512-206-9240, FAX: 512-206-9452, email@example.com Publisher's web site: http://www.tsbvi.edu/materials-on-deafblindness/1047-other-curricular-materials-and-videos
Analyzing Teacher/Child Interactions: What Makes Communication Successful? --Amaral, Isabel. Brantford, Ontario: Canadian Deafblind and Rubella Association. 13th DbI World Conference on Deafblindness Conference Proceedings, August 5-10, 2003, Mississauga, Ontario, Canada. (2003) This is the text of a workshop presentation given at the 13th DbI World Conference on Deaf-Blindness. Communication with children with multiple disabilities requires the use of non-linguistic modes of communication that are not always mastered by teachers and other adults at school. The presentation describes the communicative characteristics of interactions between two multiple disabled children and their teachers, as well as presenting the results of an intervention process designed to reduce the number of children's behaviors that are responded to by teachers. Results indicate that teachers miss opportunities for communication, and that an intervention procedure that decrease the number of behaviors that are not responded to by teachers does not significantly change interactions. Issues emerged from data analysis that need to be attended to when interacting with learners who do not use speech to communicate. A discussion of such issues is included. Results of data analysis support the development of suggestions for practice aimed at helping teachers with no training in special education plan their communication interaction.
Behavior as Communication: The Function of Challenging Behavior --Hartshorne, Tim, Ph.D. Brantford, Ontario: Canadian Deafblind and Rubella Association. 13th DbI World Conference on Deafblindness Conference Proceedings, August 5-10, 2003, Mississauga, Ontario, Canada. (2003)This is the text of a workshop presentation given at the 13th DbI World Conference on Deaf-Blindness. The paper describes behavior as communication.
Challenging Behavior --Avanzino, Cindi. RESOURCES, vol. 7, no. 3, Fall 1995, pp. 1-2. (1995) Avanzino describes her own experience with "challenging behavior" in her son. It was only when she began looking at all of her son's behavior as communication that matters improved.
Challenging Behaviour in an Adult Male With Congenital Deaf-Blindness: Analysis and Intervention --Jacobsen, Karl; Bjerkan, Bertil; Sorlie, Randi. SCANDINAVIAN JOURNAL OF DISABILITY RESEARCH, vol. 11, #3, pp. 209-220. (2009) People with severe congenital disabilities have been assessed on negatives, on what they do not have. Skill training and education of these missing abilities have been the major focus for the habilitation since emergence of the normalization ideology in the 1960s. Developmental theories and movements like quality of life and positive psychology have changed focus from training and education to well-being and other internal states in people with disabilities. This article describes how challenging behaviour vanished in a 28-year-old deaf-blind man when developmental theory was applied as the framework for his habilitation. Emotional processing and initiatives increased and the man became easier to understand for the staff. The special case of a deaf-blind man illustrates how simple a focus on internal states may slip and be exchanged for intervention dominated by demands and training. The article discusses whether the framework employed in the present intervention should be present in all kind of habilitation.
Challenging Our Approaches to Behaviour: Module Two - Unit Three Sense Scotland Practice Development Department. (2003) This detailed workbook developed for staff at Sense Scotland, provides exercises to help the reader learn about challenging behaviors and about how to support a person with challenging behavior. Topics include understanding challenging behaviors; links between challenging behavior and social, emotional, and communication needs; ways in which challenging behavior may be a "relationship issue" rather than simply something that is "within the individual"; proactive strategies to help a person move beyond the need for challenging behaviors; reactive strategies to deal in the present with serious behavior problems; and risk assessment and management.
Communication: What Is He Trying to Tell Me? --California Deaf-Blind Services. CA: California Deaf-Blind Services. Fact Sheets from California Deaf-Blind Services. Fact Sheet #001. (1992) A brief summary of the ways a deaf-blind child may try to communicate is followed by a suggested continuum of steps for responding to this communication behavior. Available in Spanish, Laotian, and Vietnamese.
Communication: Unlocking the Door to Behavioral Challenges --Brennan, Jackie; McNamee, Jo Ann. Brantford, Ontario: Canadian Deafblind and Rubella Association. 13th DbI World Conference on Deafblindness Conference Proceedings, August 5-10, 2003, Mississauga, Ontario, Canada. (2003) This is the text of a workshop presentation given at the 13th DbI World Conference on Deaf-Blindness. The paper describes the use of functional behavioral analysis to determine the communicative intent of the behavior.
Communication-Based Interventions for Students with Sensory Impairments and Challenging Behavior --Berotti, Denise; Durand, V. Mark. From a workshop called "If Only They Could Talk! Replacing Behavior Problems with Communication", at October 1998 Project Directors' Meeting for the Services for Children with Deaf-Blindness Program. (1998) Describes research efforts with students having significant sensory impairments as well as challenging behavior. The students were taught to use commercially available vocal output devices (Speak Easy, Voicemate, Parrot, Wolf communication board, or Introtalker) to elicit responses previously obtained by challenging behavior. The study suggests that using vocal output devices for functional communication training has potential for reducing challenging behavior of students with multiple disabilities. Reviews preliminary suggestions for matching individuals with the most appropriate vocal output device that resulted from clinical work.
Communicative Functions of Aberrant Behavior --Goodall, deVergne. HKNC-TAC NEWS, vol. 8, no. 2, Winter 1996, p. 6-7. (1996) Goodall discusses how persons who are deaf-blind sometimes use behavior as a means to communicate. Specific examples of such behavior are described and suggestions are made for assessing communication behaviors, for working with persons who communicate through aberrant behaviors, and for communicating with persons who are deaf-blind.
Graphical Analysis and "Challenging Behaviour" - How the Hidden Patterns of Behaviour Can Help Us to Understand What a Person is Trying to Tell Us --Fuggle, Christopher. 14th DbI World Conference on Deafblindness Conference Proceedings, September 25-30, 2007, Perth, Australia. (2007) This is a brief summary of a workshop presentation given at the 14th DbI World Conference on Deaf-Blindness. This presentation describes the examination of challenging behaviour graphs to try and identify patterns in challenging behaviours for each person with both startling and motivational results.
Issues Related to Student Behaviors --Smith, Millie; Levack, Nancy. Austin: Texas School for the Blind and Visually Impaired. In, Teaching Students with Visual and Multiple Impairments: A Resource Guide. (1996) This book chapter addresses several issues related to problem behaviors, causes of problem behaviors, and interventions. Topics include behavior and communication, sensorineural causes of behaviors, physical causes of behaviors, task-related causes of behaviors, stereotypical behaviors, self-injurious behaviors, and developing behavior management plans. A question and answer section at the end of the chapter responds to questions related to punishment, inappropriate touch, perseveration, impulsivity, and inattentiveness. Publisher's web site: http://www.tsbvi.edu/tsbvi-publications
New Ways of Organizing Work with Families of Students of the Children's House, Having Multiple Sensory and Psychoneurological Developmental Disabilities and Demonstrating Problem Behavior --Abdukamaolova, Lilia. 14th DbI World Conference on Deafblindness Conference Proceedings, September 25-30, 2007, Perth, Australia. (2007) This is a brief summary of a workshop presentation given at the 14th DbI World Conference on Deaf-Blindness. This presentation describes training families with the skills and methods of organizing successful communication and overcoming challenging behavior in their home.
Positive Behavioral Supports or “If I Had Known Then What I Know Now…” --Berg, Clara. TASH NEWSLETTER, vol. 25, #11, November 1999, pp. 25-26. (1999) A personal narrative from the mother of a deaf-blind son who exhibited self-injurious behaviors. Reviews the challenges, and eventual solutions she and the school district found by working together to address his communication and other needs. Suggests five main points they consider essential to their success in reducing negative behaviors.
Program of Supporting Families Having Children with Multiple Sensory Disabilities and Problem Behavior --Nelson, Catherine; Zarechnova, Svetlana Vladimirovna. 14th DbI World Conference on Deafblindness Conference Proceedings, September 25-30, 2007, Perth, Australia. (2007) This is a brief two page summary of a workshop presentation given at the 14th DbI World Conference on Deaf-Blindness. The presenters describe a program devoted to the questions of training family members skills and methods of organizing successful communication and overcoming challenging behavior of children at home in Russia.
Reading Behavior as Communication --Hartshorne, Tim; Grassick, Sharon Barrey. Miami Beach, FL: 7th International CHARGE Syndrome Conference, July 22nd - July 24th, 2005, Miami Beach, Florida. (2005) Copy of a PowerPoint presentation. Focus on communication for infants/ toddlers in medical situations as well as youngsters post-hosital, defines broad range of communicative behaviors, offers tips, and a grid that describes the effect of sensory losses.
Recognizing All Behaviors as Expressions of Self-Determination --McCrea, Cherlyn. UPDATE, Washington State Services for Children with Deaf-Blindness, Vol. 17, No. 3, Summer 1997, pp.7-8. (1997) Author is a parent from Washington state who attended the Hilton/Perkins National Conference on Deafblindness. She offers a review and her own insight related to a presentation called "Recognizing All Behaviors as Expressions of Self-Determination". The author learned that children's behaviors tell us stories and that parents and teachers need to learn to reform and restructure to meet their needs. The presenters talked about collaborative analysis where a team of people help to analyze the child's behavior and provide the appropriate intervention. The final thought that the author took from the presentation related to setting goals in IEPs. "Don't set Potato Goals - if a potato can do it, it probably is not an appropriate for your child".
Relationships Between Inappropriate Behaviors and Other Factors in Young Children With Visual Impairments --Bak, Sunhi. RE:VIEW, vol. 31, #2, Summer 1999, pp. 84-91. (1999) A study investigating the relationships between severity of inappropriate behaviors, degree of vision loss, age, intellectual function, and ability to communicate in young children with visual impairments, using the ABILITIES index. The ABILITIES index is used to describe the functional abilities and limitations of children across 9 domains. In this article, the author investigates the relationship of inappropriate behaviors to 4 of the 9 ability categories in the ABILITIES index - social skills and behavior, vision, intellectual function and intentional communication.
Role of the Emotional Brain Webcast --van Dijk, Jan. Watertown, MA: Perkins School for the Blind. (2011) Dr. Jan van Dijk presents his research and ideas related to the brain, the limbic system and the impact on teaching and learning for students who are blind with additional disabilities including deafblindness. The chapters in this webcast are: 1. Introduction, 2. Limbic System, 3. Stress, 4. Mirror Neurons, 5. Challenging Behavior, 6. Evidence Based Practice. Publisher's web site: http://www.perkins.org/webcasts/
Supporting High Quality Interactions with Students Who are Deafblind --Axelrod, Craig. Austin, TX: Texas School for the Blind and Visually Impaired. (2006) This paper begins with a summary of current research on interactions with children who are deaf-blind, focusing primarily on research conducted by Janssen, Riksen-Walraven, and van Dijk. Topics include interactive challenges, the impact of adult-dominated interactions, consequences of disharmonious interactions, and an educator-oriented intervention. The second part of the paper describes an interaction training program developed at the Texas School for the Blind and Visually Impaired developed to help educational staff improve their interactions with children who are deaf-blind. This paper updates and combines two articles previously published in See/Hear. Available in Spanish. Available on the web: http://www.tsbvi.edu/project-services/2125-supporting-high-quality-interactions-with-students-who-are-deafblind
Supporting Individuals with Challenging Behavior through Functional Communication Training and AAC: Research Review --Mirenda, Pat. AUGMENTATIVE AND ALTERNATIVE COMMUNICATION, vol.13, #4, December 1997, pp.207-225. (1997) This review summarizes the extant functional communication training (FCT)/augmentative and alternative communication (AAC) research in an accessible format and identifies areas for future research. The 21 studies reviewed included FCT/AAC interventions for a total of 52 participants. The authors conclude from the review that FCT/AAC interventions should be among the first interventions considered for many individuals who engage in severe behavior problems.
Teaching a Deaf-Blind Woman to "Wait" on Command --Yarnall, Gary D. JOURNAL OF VISUAL IMPAIRMENT AND BLINDNESS, vol. 74, #1, January 1980, pp. 24-27. (1980) A 21-year-old woman who was totally blind, severely hearing-impaired, functionally retarded, behaviorally resistive, self-stimulative, self-abusive, and who lacked basic communication skills, was taught to sit quietly and wait on command. Single-subject design study.
Third Person and Prompt Dependency --Rodrigues-Gil, Gloria. California Deaf-Blind Services. RESOURCES, vol. 13, #2, Spring 2008, pp.1-4. (2008) This newsletter offers Strategies for Creating Communication-Rich Environments for Children who are Deaf-Blind Available on the web: http://www.sfsu.edu/~cadbs/Spring08.pdf.
Using Augmentative Communication for Providing Positive Behavior Support to Minimize Challenging Behavior --Bhargava, Dolly; Bloom, Ylana. 14th DbI World Conference on Deafblindness Conference Proceedings, September 25-30, 2007, Perth, Australia. (2007) This is text of a workshop presentation given at the 14th DbI World Conference on Deaf-Blindness. This presentation describes positive behavioral support as an effective tool to address challenging behaviors.
Using Tote Bags and Textured Symbols in the Community --Bailey, Brent, Ph.D. The Blumberg Center at Indiana State University. Important Topics in Deafblind Education. (1997) This video uses an ecological inventory to understand needs when creating systems (tote bags and textured symbols) to facilitate communication. The presenter describes the tote bag and textured symbol method as well as its process and implementation expectations. He describes the importance of the individual understanding upcoming activities and tasks and to have the ability to reject that activity if so inclined. Having the ability to make one’s own mind up often gives that person the sense of empowerment needed and results in reduced negative behaviors. Order information can be obtained from the Blumberg Center, School of Education, Room 502, Indiana State University, Terre Haute, IN 47809, PH: 800-622-3035.